Use of electronic information resources and academic performance of university teachers a case study

European Journal of Business and Management www.iiste.org

ISSN 2222-1905 (Paper) ISSN 2222-2839 (Online)

Vol.5, No.14, 2013

46

Use of Electronic Information Resources and Academic

Performance of University Teachers: A case study

N.Sivathaasan

Assistant Librarian, Main Library, University of Jaffna, Sri Lanka

Email: [email protected]

Prof. (Dr).T.Velnampy

Dean/Faculty of Management Studies & Commerce, University of Jaffna, Sri Lanka,

Email: [email protected]

Abstract

Electronic Information Resources (e-resources) play an important role in teaching and learning process at

university level and provide superior assistance to its users. The main objective of this study is to identify the

impact of usage of e-resources on academic performance of the university teachers. As this study was limited to

the university teachers, working at the University of Jaffna, Sri Lanka, Stratified random sampling technique

were adopted to select a sample from each of the five different faculties in proportion to the actual size of the

group in the total population. The study employs correlation and regression model to test the operational

hypotheses and results revealed that usage of e-resources has a strong positive association with academic

performance (r = 0.623, p < 0.01). Multiple regression analysis showed that the usage of e-resources has an

impact on academic performance at the rate of 38.8 % (R2= 0.388), which is statistically significant at the levels

of 0.01 (p < 0.01). This study would absolutely benefit the research scholars through exploring impact of usage

of e-resources on academic performance.

Keywords: Electronic Information Resources, Academic Performance, University Teachers.

1. Introduction

E-resources are the source of information (Thanuskodi, 2012). They can be simply defined as resources that

include documents in electronic or e-format that can be accessed via Internet. They are available in various

forms like e-books, digital libraries, online journal, magazine, e-learning tutors, on line test e-journals, e-

discussions, e-news, data archives and e-mail on line chatting and deliver a collection of data, be it text, image

collection, other multimedia products like numerical, graphical mode. Online dictionary of library and

information science (2004) defines electronic information as material consisting of data and/or computer

program(s) encoded for reading and manipulation by a computer, by use of a peripheral device directly

connected to the computer such as a CD-Rom drive or remotely via network such as the internet. The category

includes software applications, electronic texts, bibliographic databases, institutional repositories, web sites, e-

books, collections of e-journals, etc. Electronic resources are easily accessible in the remote areas and solve

storage problems and control the flood of information (Munira Nasreen Ansari and Bushra, 2010). This has

increased the global dissemination of information. Electronic resources such as e-books, full-text e-journals and

online bibliographic databases must be subscribed by academic libraries to meet ever-increasing demands from

users for remote access to information (Alan Armstrong, Vicki, Victoria, and Edward, ---). There are several

forms and types of electronic resources which are available on the internet, some of the popular ones that are

gaining ground are the electronic journals, standards, technical specifications, reports, patents, full text articles,

trade reports and hosts of other (Dhanavandan, Mohammed Esmail, S and Nagarajan, 2012).

Performance can be defined as continuous improvement of the employees in an organization. This depends on

the productivity of employees. If they are productive, they perform well and achieve the targets of the

organization. The productivity consists of both effectiveness and efficiency and both have relation with each

other. University teaching is a profession that demands continuous learning, teaching and contribution towards

creation of new knowledge particularly through research during the career (Senaratne, 2007). Academic

performance is the outcome of education the extent to which a student, teacher or institution has achieved their

educational goals. Further, it refers to how students deal with their studies and how they cope with or accomplish

different tasks given to them by their teachers. It is the ability to study and remember facts and being able to

communicate knowledge verbally or down on paper.

2. Research Problem

E-Resources are used not only by university teachers, but also by students, employees of government and private

sector organizations, scientist and others for a multitude of reasons. The digital information environment has

dramatically changed the way that users access information worldwide (Brinley Franklin). Even though most of



Vol.5, No.14, 2013

47

the academic members in the University are using electronic resources, their performance levels are varying.

Sometimes, people who have less usage of electronic resources perform well on their job. This study seeks to

evaluate the relationship and the impact of usage of electronic resources on academic performance of university

teachers performing at the University of Jaffna.

3. Objective of Study The main objective of the study is to evaluate the usage of e-resources and academic performance of university

teachers and sub objectives are:

• To identify the relationship between use of e-resources and academic performance of the university

teachers

• To find out the impact of use of e-resources on academic performance of the university teachers.

4. Review of Literature As an emerging field, Information technology has facilitated by providing electronic and internet resources for

fulfilling the day to day academic and research requirements of the teachers (Manoj Kumar, Gauri, and Bimal,

2011). A number of literature studies have been made on use of e- resources by lecturers, research scholars and

students world-wide. Ali (2005) found out that 83% of students survey felt that using this source saved them

time, and found it relatively easy to use. Ojo and Akande (2005) in a survey of 350 respondents examined

students’ access, usage and awareness of electronic information resources at the University College Hospital

(UCH) Ibadan, Nigeria. The study revealed that the level of usage of the electronic information resources is not

high. According to Thanuskodi (2012), the majority of users are aware about the availability of e-resources. The

result reveals that 47.78 % of respondents wanted to access only electronic version whereas only 32.78% users

wanted to read the printed journals but 19.44% respondents wanted to use both electronic and printed version.

Majority of the respondents 76.66% used e-resources for writing papers. The analysis reveals that many of the

respondents searched e-resources through linking facility available on the library website. Moreover, many of

the respondents are unaware and have not used On-line thesis/dissertations, abstracts/indexes, OPAC, on-line

databases, which are very relevant for their study and research. Bashorun (2011) revealed by research that

frequency of use of electronic resources by academic staff of the University of Ilorin was low. Reasons were lack

of time. Because of the time required to focus on teaching; lack of awareness to electronic resources provided by

the library; power outage, ineffective communication channels, slow network and inadequate searching skills.

Rehman and Ramzy (2004) investigated the awareness and use of electronic information resources among health

academics. Results show that libraries are extensively used for research needs, preparation of lectures, and for

obtaining current knowledge.

There are several studies made across the world to identify numerous factors which measure performance.

Velnampy (2008) indentified ten factors which determine the performance of an employee such as completion of

work within stipulated time, independent work, creativity, innovation, initiative skill, discipline, turn over,

absenteeism, competition and training. Further, he found the factors influencing performance of academicians of

University of Jaffna such as demonstrated academic ability, academic potential, creativity, oral expression,

initiative skill, perseverance, ability to work independently, and professional ability. These factors were ranked

based on mean value. Some studies on the use of electronic information and academic performance (Day and

Bartle, 1998) reveal that the academic community has accepted that electronic information sources have an

impact on their work. So, there is a relationship between electronic information sources and academic work.

On the other hand, William Allan Prescott and others (2012) concluded that usage of e-device was not associated

with academic performance (p = 0.70), when second and third year pharmacy students were combined.

Academic performance was not impacted among third year pharmacy students (p = 0.86), but second year

students performed better academically if they refrained from using e-devices during class (mean grade = 88.5%

vs. 83.3%; p=0.019). Self-efficacy and use of electronic information jointly predict and contribute significantly

to academic performance of students (Adeyinka Tella, Ayeni, and Omoba, 2007). According to McFarlin (2008),

for educational technology to be effective, student learning and outcomes must be the focus of its

implementation and use. The provision of low-cost and easy-to-create online resources quantitatively enhanced

students’ academic performance: students who accessed the online resources achieved greater academic success

(Andrea Crampton, Angela, and Heather, 2012). Ekundayo and Alonge (2012) studied that human and material

resource availability does not influence students’ academic performance both in public and private secondary

schools. Studies have also been carried out on the use of electronic resources by teachers, students, and research

scholars of universities and research organizations. Seventy-eight percent (78%) of the respondents feel that the

use of e-journals has created high dependency value on their research work and they needed current article alert

services and electronic document supply services (Madhusudhan, 2008). Okello Obura and Magara (2008)

investigated that users derived a lot of benefits from electronic resources gaining access to a wider range of



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information and improved academic performance as a result of access to quality information. Velnampy (2008)

analyzed relationship between satisfaction, involvement and employee performance of 220 employees from

fourteen public sector organizations in Jaffna district, Sri Lanka and revealed that attitudes namely satisfaction

and involvement, and performance are significantly correlated. Further, correlation between involvement and

performance is somewhat higher than the correlation among satisfaction and performance and satisfaction,

performance, and involvement are associated and inter-related and together lead to the realization of

organizational objectives. Occupational stress can affect the performance through organizational

commitment(Velnampy and Aravinthan, 2013).

The present study seeks to fill knowledge gaps in the research literature by examining the usage of e-resources

and to find out how these resources play a role to improve the academic performance of the university teachers.

Previously no significant study has probed the issue of e-recourses and its impact on academic performance of

University of Jaffna, Sri Lanka.

5. Conceptual Model and Hypotheses

The following conceptual model was formulated to depict the relationship between variables. Definition for

electronic information resources given by the online dictionary of library and information science (2004) has

been used to design the model.

Figure 1: Conceptual Model

Further, the following hypotheses are formulated in the present study.

H1 –There is an association between usage of e-resources and academic performance of the university teachers.

H2 – The usage of e-resources has an impact on academic performance of teachers of University of Jaffna.

6. Methodology

6.1. Population The researcher considered all academic staff members teaching at the University of Jaffna, Sri Lanka as total

population for this study. This survey was conducted during March to April 2013 and data were collected on

variables related to the use of e-resources and academic performance. Total population was two hundred and

ninety four (294) university teachers as per the database of Academic Establishment Branch, University of Jaffna

as of 5th

April 2013.

ACADEMIC

PERFORMANC

SOFTWARE

APPLICATION

ONLINE

JOURNAL

ONLINE

DATABASE

INSTITUTIONAL

REPOSITORIES

E-BOOKS & E-

JOURNALS

WEBSITES

USAGE OF E-

RESOURCES RESEARCH

ACTIVITIES

TEACHING &

LEARNING

SOCIAL

CONTRIBUTIO

OTHERS



Vol.5, No.14, 2013

49

Table 1: Total Number of University Teachers

6.2. Sampling Procedure As this study was limited to the university teachers, working at the University of Jaffna, Sri Lanka, Stratified

random sampling technique was adopted to select a sample from each of the five different faculties in proportion

to the actual size of the group in the total population. Thus, out of five faculties, it was decided to collect data

from 30% from each of the selected sampling unit. Following table shows the sample size determined for the

purpose of data collection.

Table 2: Number of Teachers Selected as a Sample

The researchers gathered 81 questionnaires, yielding a response rate of 92 per cent. Finally, 75 (which is 85 per

cent) questionnaires were fully and correctly completed and all data collection procedures were designed to

ensure the anonymity. Table 3 provides a summary of respondents who returned the questionnaires as per the

researcher’s expectation.

Table 3: Number of Respondents by Faculty Wise

6.3. Instrument Development

To evaluate the usage of e-resources and academic performance, a survey instrument in the form of self-

administered questionnaire was developed for the purpose of collecting the main data for the study. The

questions are mainly related to the factors which determine the use of e-resources and academic performance of

university teachers. This instrument is composed of three parts such as Part A, Part B and Part C. Part A of the

questionnaire has the personal profile of the academic staff which mainly indicate name of the faculty in which

they are working, gender, marital status, age group, designation, experience, monthly earnings, language in

which they are teaching and academic qualification. Part B is used to find out the use of e-resources which

consist of ten statements. Part C of the instrument includes eleven statements to measure the academic

performance which is influenced by the use of e-resources. Each of the variables was measured on a five-point

Likert scale ranging from “strongly agree”, 4 indicated “agree” to “disagree”.

6.4. Data Collection and Mode of Analysis Tool was self developed by the researchers and pilot testing was done. The researcher excluded the five

respondents who were initially used for the validation of the instrument and questionnaire was pretested to check

for its clarity and redesigned to address the objectives of the assessment. Primary and secondary data are used for

the study. Primary data have been collected through the questionnaire, and secondary data collected from the

books, journals, magazines, etc. Further, various statistical methods have been employed to analyze data

No Faculties Total Population

1 Faculty of Agriculture 22

2 Faculty of Arts 124

3 Faculty of Management Studies & Commerce 31

4 Faculty of Medicine 46

5 Faculty of Science 71

Total Number of University Teachers 294

No Faculties Total Population Sampling with scale of

30 % of staff

1 Faculty of Agriculture 22 7

2 Faculty of Arts 124 37

3 Faculty of Management Studies & Commerce 31 9

4 Faculty of Medicine 46 14

5 Faculty of Science 71 21

Total Number of Sample 294 88

Faculties Frequency Percent

1 Faculty of Agriculture 7 9.3

2 Faculty of Arts 30 40.0

3 Faculty of Management Studies & Commerce 9 12.0

4 Faculty of Medicine 10 13.3

5 Faculty of Science 19 25.3

Total Number of Questionnaires Returned 75 100.0



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collected from 75 respondents from various faculties. A well known statistical package called “SPSS” (Statistical

Package for Social Science) 16.0 version is used to analyze data the researcher collected.

7. Results and Discussion

7.1. Reliability and Durbin -Waston Range

The internal reliability of the items was verified by computing the Cronbach’s alpha. This value may vary from 0

to 1. Malhotra (2000) and Cronbach (1951) suggested that satisfactory value of alpha is required to be more than

0.6 for the scale to be reliable. According to the table 4, overall and individual Alpha values are greater than 0.6.

Therefore, variables used in this study deemed to have adequate reliability.

Table 4: Reliability Statistics

The acceptable Durbin-Watson range is between 1.5 and 2.5. In this analysis, Durbin-Watson of 1.909, which is

between the acceptable ranges, shows that there was no auto correlation problems in the data used in this

research.

Table 5: Test of Collinearity

7.2. Correlation and Regression Analysis Correlation analysis was carried out to find out the relationship between use of e-resources and academic

performance of the university teachers. Use of e-resources is measured using ten components whereas academic

performance is measured using eleven components. The result of correlation analysis is given in table 6.

According to the table, correlation value of 0.623 which is significant at 0.01 levels. It means that there is a

positive relationship between use of e-resources and academic performance.

Table 6: Correlation Matrix for use of e-resources and academic performance

Variable Correlation/Probability Use of E-Resources Academic Performance

Use of E-

Resources

Pearson Correlation 1 .623**

Sig. (2-tailed) .000

Academic

Performance

Pearson Correlation .623**

1

Sig. (2-tailed) .000

**. Correlation is significant at the 0.01 level (2-tailed).

The multiple regression analysis was performed to investigate the impact of the independent variable on the

dependent variable. The table 7 provides a summary of the results retrieved from regression model.

Table 7: Regression Model Results

Model R R2 Adjusted R

2 Std. Error of Coefficient t-Statistics Prob.

The Estimate

1 623a

388 .380 . 40459 .514 6.808 .000

a. Predictors: (Constant): Use of E-Resources b. Dependent Variable: Academic Performance

The specification of an independent variable (use of e-resources) in this model reveals that the ability to predict

the academic performance of university teachers. R square value of .388, which is in the model, denotes that

38.8 % of observed variability in academic performance can be explained by the differences in the independent

variables. Remaining 61.2 % variance in the academic performance of university teachers is related to other

variables which are not mentioned in the model as they are outside the scope of the study. R2 value indicates that

there may be number of variables, which can have an impact on academic performance of the university teachers

that need to be studied. Hence, this area is indicated as a scope for future research. At the above model, t-

statistics is 6.808, which is significant at the 0.01 levels (p < 0.01). The significant level explains that we can

observe a high degree of certainty (greater than 99.9%) in use of e-resources. Use of e-resources and academic

performance of the university teachers have a positive co efficient (beta=.514), which means that use of e-

Variables No of Elements Alpha Coefficient Value(s)

Use of E-Resources 10 .768 (overall)

Use of E-Resources 10 Ranging from .712 to .799 (individual)

Variables No of Elements Durbin-Waston Range

Use of E-Resources 10 1.909



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resources increases with increasing level of academic performance.

The summary of data analysis is given below through the hypotheses testing that have been formulated for this

study.

Table 8: Hypotheses Testing

Hypothesis Results Tools Used Statistical Significant

H1 Accepted Correlation Analysis Significant (r = 0.623, p < 0.01)

H2 Accepted Regression Analysis Significant (R2 = 38.8 %, p < 0.01)

8. Conclusion

The study has investigated that the relationship between use of e-resources and academic performance of

university teachers and how far the usage of e-resources contributed towards the academic performance. Based

on stratified sampling, eighty eight university teachers have been invited to respond the survey and study

employed correlation and regression analysis to attain the objectives. Correlation analysis indicated that the

usage of e-resources has a strong positive association (r =0.623) with academic performance of the university

teachers. Whereas this finding is in line with what was previously reported by Day and Bartle (1998), William

Allan Prescott and others’ (2012) findings do not agree with the researcher. Multiple regression analysis in the

research revealed that the academic performance has been contributed by the usage of e-resources at the rate of

38.8 %, which is significant at the levels of 0.01 (p < 0.01).

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